READING COMPREHENSION AND READING STRATEGIES

by
Rebecca J. Baier
A Research Paper
Submitted in Partial Fulfillment of the
Requirements for the
Master of,F,..ducration Degree
In
-Educati911 A
Approved: 2 Semester. Credits
L
Dr. Amy Car lq Schlieve
The Graduate School
University of Wisconsin-Stout
December, 2005

11
The Graduate School
University of Wisconsin-Stout
Menomonie, WI
Author:
Rebecca J. Baier
Title:
Reading Comprehension and Reading Strategies
Graduate Degree/Major:
MS Education
Research Advisor: Dr. Amy Carole Schlieve
Month/Year: December, 2005
Number of Pages: 53
Style Manual Used: American Psychological Association, 5th edition
ABSTRACT
It was hypothesized that students who use reading comprehension strategies while
reading retain more information and comprehend the text better. It was also
hypothesized
that students who have good reading comprehension skills perform better on reading
comprehension tests. Fourteen sixth grade students in a small town private school
were
identified for this study. The students were given the Qualitative Reading
Inventory - 4
reading comprehension pretests after determining their individual reading levels.
The
students then began a six-week long study of the Self-Questioning Reading Strategy.
At
the conclusion of the study the students were again given the Qualitative Reading
Inventory - 4 reading comprehension posttests. A comparison of the percent correct
on
the reading comprehension pretests and posttests was taken. Twelve of the fourteen
sixth
grade students demonstrated improvement in the reading comprehension scores. Two of
the fourteen students resulted in no change in the reading comprehension scores.
There

111
were no students that exhibited a decline in scores. It was concluded that the
sixth grade
literature students performed better on the posttests where they used the Self-
Questioning
Reading Strategy. Further study recommendations included completing this study on
different age groups or using different reading comprehension strategies.
iv
The Graduate School
University of Wisconsin-Stout
Menomonie, WI
Acknowledgements
I would like to thank Dr. Amy Carole Schlieve for her assistance and patience in
the
process of writing this paper. I would also like to thank my family; Mom, Dad, Joe,
Little
Joe, Luke, Hannah, Roger and Orpha for their unending help and support.

V
TABLE OF CONTENTS
ABSTRACT
List of Tables vii
Chapter I: Introduction 1
Statement of the Problem .6
Research Hypothesis 6
Limitations 7
Chapter II: Literature Review 8
Chapter III: Methodology 20
Subject Selection and Description 20
Instrumentation .20
Data Collection Procedures 20
Data Analysis 21
Limitations 21
Chapter IV: Results .22
Item Analysis .23
Conclusion .36
Chapter V: Discussion 37
Discussion 37
Limitations 38
Conclusions 38
Recommendations 38

vi
References 39
Appendix A: IRB Form 42
Appendix B: Parent Letter 43
Appendix C: Consent to Participate 44
Appendix D: Self-Questioning Strategy for Fiction Text 47
Appendix E: Self-Questioning Strategy for Non-fiction Text .50
Appendix F: Student Profile Sheet 53

vii
List of Tables
Table 1: Student 1 Profile Sheet 23
Table 2: Student 2 Profile Sheet 24
Table 3: Students 3 Profile Sheet .25
Table 4: Student 4 Profile Sheet 26
Table 5: Student 5 Profile Sheet 27
Table 6: Student 6 Profile Sheet 28
Table 7: Student 7 Profile Sheet 29
Table 8: Student 8 Profile Sheet 30
Table 9: Student 9 Profile Sheet 31
Table 10: Student 10 Profile Sheet 32
Table 11: Student 11 Profile Sheet 33
Table 12: Student 12 Profile Sheet 34
Table 13: Student 13 Profile Sheet 35
Table 14: Student 14 Profile Sheet 36

1
Chapter I: Introduction
Do students fully understand what they are reading? Are they able to express
verbally or in written communication what they have read? Professional teachers
need to
guide students to become independent and effective in our fast-paced, fast-growing
society. To do this we need to start with a basic skill that is used throughout
life; and that
skill is reading comprehension. The issues discussed in this chapter are reading
comprehension skills and vocabulary knowledge; preparation for college; literacy
rates;
and No Child Left Behind.
Reading comprehension is a skill that is critical in the educational success of all
individuals. Without adequate reading comprehension skills, students can struggle
in
many subject areas. Reading comprehension is an important skill needed for all
areas of
school. Subjects, other than reading or literature, where comprehension skills are
significantly important include science, social studies and math. In the area of
science,
research indicates that many students lack prior knowledge and reading strategies
to
generate inferences; thus, the students comprehend science texts poorly. It is also
found
that students lack the specific reading strategies to generate inferences that aid
in the
understanding of science texts (Best, Rowe, Ozura, and McNamara, 2005).
A study called Improving Reading Comprehension Through Vocabulary (Berg,
Cressman, Pfanz, 1998) focuses on using vocabulary to improve reading
comprehension.
This study was conducted to examine if the use of games and other study methods
would
improve vocabulary knowledge; therefore, improve reading comprehension and reading
levels. At the beginning of the sixteen week study, second through fourth grade
students

2
were given a Qualitative Reading Inventory II Test. Thereafter, the students had
weekly
reading lessons that involved vocabulary words. During this time, the students were
exposed to these vocabulary words at least five times throughout each week
including
pretests and posttests. At the conclusion of the study, the students were given the
Qualitative Reading Inventory II Test again. A review of the vocabulary pretests
and
posttests exhibits improved knowledge of vocabulary words. This study also reveals
significant improvements in reading comprehension scores and reading levels in the
group.
In addition to reading comprehension and vocabulary knowledge, more topics of
relevance to reading comprehension are identified. First, students need to be
prepared for
college entrance exams and college itself. College entrance exams contain sections
where
students read material and demonstrate their knowledge of what they read. When
students
reach college, the reading required for most classes is more difficult and vast in
amount
than at the high school level. Students benefit greatly by having a good handle on
reading
comprehension skills before entering college. An article regarding the idea of
close
reading states, "A typical college student is unable to deeply comprehend what he
or she
reads. Most students have few if any intellectual tools that would enable them to
read
deeply, and then apply what they have read" (Elder and Paul, 2004, p.1).
A study of four first year college students enrolled in a college developmental
reading class were identified as struggling in reading by the TABE Test (a pretest
given
at the beginning of the semester). All four of these students were from a different
ethnic/racial background. Throughout the semester the students had three main
assignments that helped in reading and reading comprehension. The assignments were

3
inquiry based research, independent and shared reading events, and direct
instruction of
reading comprehension strategies. Throughout the semester changes in several areas
of
development occurred in the four students' reading comprehension strategies. As
they
read they became more critical, focused and productive. At the end of the semester
the
TABE Test was taken again by the students. After using the newly learned reading
comprehension strategies, the students all improved their test scores by at least
three
grade levels (Falk-Ross, 2002).
Second, the National Adult Literacy Survey most recently indicates the illiteracy
rate in our nation at approximately 13%. According to an article by Anthony V.
Manzo
"The term functional literacy refers to the level of learning at which one is able
to read
well enough to negotiate life's everyday activities and demands" (2003, p. 654). He
reveals that the results of the most recently taken National Adult Literacy Survey
initially
indicates about 47% of the adult population functioning at the 2 lowest levels of
literacy
(on a 5 level scale); with 21% of those adults functioning at level 1 (able to
locate YTD
gross pay on a paycheck, but unable to identify the type of sandpaper to buy from a
table
listing the types of grains on the horizontal axis and the types of applications on
the
vertical axis). With an adjustment to the data that Manzo deems more fair and
realistic,
the results improve stating that only 13% of Americans are functioning at the
lowest two
levels on the scale. Even though this is an improvement; there is still educational
progress
that needs to be made (Manzo, 2003).
Educators need to provide instruction to students in elementary and middle school
to improve their reading and comprehension abilities before reaching high school.
One

4
can only assert that improving reading comprehension skills in younger people will
improve literacy rates as time progresses.
Third, in 2002, President George W. Bush signed into law the No Child Left
Behind Act, which is a renewal and revision of the Elementary and Secondary
Education
Act of 1965. This act is in place in America's schools where there is a significant
achievement gap between disadvantaged students and their more affluent peers. No
Child
Left Behind offers increases in federal aid to states and local school districts
for
necessities (teachers, Title I, materials) to improve students' learning. According
to the
mandates of No Child Left Behind schools must test their students yearly in
reading,
science and math and report the results to their state. Schools report results for
all
students regardless of race/ethnic group, income status, disability and/or English
proficiency (The House Education & the Workforce Committee Majority Staff, 2002).
There are four education reform principles identified in No Child Left Behind:
Accountability, Flexibility and Local Control, Resources for Reform, and Expanded
Parental Options. First, Accountability for results makes all parents, voters and
taxpayers
aware of the testing results in their local district. By testing each year the
communities
and schools become aware of any students that may be lagging behind. This area also
emphasizes that quality and qualified teachers will be in the appropriate
classrooms.
Second, Flexibility and Local Control allows each state to design and implement
their
own testing. Also, within each state, individual school districts are given the
flexibility to
use a percentage of the federal funds effectively to meet students' unique needs.
Through
this principle, states and local districts also coordinate efforts through state-
local
f
l exibility partnerships to jointly address students' needs. No Child Left Behind
provides

5
rural schools, in particular, with increased flexibility and funding to enhance
academic
achievement, because they are often unable to compete with the larger, urban
schools for
federal grants. Third, President Bush and congress are providing for an increase in
funds
for Title I, teacher quality aid, reading programs, charter schools and special
education.
Resource for Reform provides a significant expansion for state and local control
over
how federal education funds are spent. Federal government provides more resource
with
fewer strings attached. Fourth, Expanded Parental Options gives parents the right
to
obtain supplemental education resources or move their child to another district if
the
district they are in has failed to meet the standards for two consecutive years. If
school
districts continue to fail through the 2008-09 school year, they will have a school
reconstitution. Parents are also a partnership in this act. It is the desire of
President Bush
and congress that parents do their part in the education process by instilling
values and
discipline at home so students can learn at school (The House Education & the
Workforce Committee Majority Staff, 2002).
According to Wisconsin State Superintendent, Elizabeth Burmaster (2005), the
goal of No Child Left Behind is to implement a statewide accountability system that
ensures students will be proficient or better in reading and math by the 2013-14
school
year. The final goal is to have 100% of all students at this level by 2014. When
the
question "Why 100%?" is asked, the response is "Anything less means children will
be
left behind" (The House Education & the Workforce Committee Majority Staff, 2002,
p.9).

6
As the research indicates, reading comprehension is a key element to increasing
reading scores. Solving problems, preparing for college, illiteracy and No Child
Left
Behind are very credible reasons for the improvement of reading comprehension
skills.
Primarily, this study is being conducted to determine if there is a difference
between reading comprehension scores prior to instruction of the self-questioning
reading
comprehension strategy and reading comprehension scores after instruction of the
self-
questioning reading comprehension strategies for sixth grade students. There are
many
positive results that can come from this study. Readers of the study will observe
the self-
questioning strategy used to help students comprehend texts. Students in the study
will be
exposed to this strategy to help break down the text they are reading. They will
also be
taught strategies for identifying definitions of vocabulary through context clues
in the text
that will aid in comprehension. Students will have the opportunity to learn how to
distinguish the main character, plot, conflict, climax and resolution of fictional
stories.
Statement of the Problem
The purpose of this study is to determine the level of difference in reading
comprehension scores as measured by the Qualitative Reading Inventory — 4 for sixth
grade literature students prior to the instruction of the self-questioning reading
comprehension strategy and after the instruction of the self-questioning reading
comprehension strategy. This study will take place with sixth grade literature
students at
St. Mary's Tri-Parish School in Durand, WI, for an eight week period in the Fall of
2005.
Research Hypothesis
A review of literature shows that students who use reading comprehension
strategies demonstrate strong reading comprehension skills. Studies have also shown
that

7
students who have strong reading comprehension skills score higher on comprehension
tests. Therefore, the research hypothesis for this study is that students who use
reading
comprehension strategies score higher on reading comprehension tests.
Limitations of the Study
There were fourteen participants who completed the study. The small size limits
the conclusion, that sixth grade students display any statistically significant
difference
between reading comprehension scores prior to the instruction of the self-
questioning
reading comprehension strategy and after instruction of the self-questioning
reading
comprehension strategy.

8
Chapter II: Literature Review
Reading is fundamentally important for success. It opens the door to
personal freedom or shuts the door to opportunity. Learning to read is a
means to an end. If children have difficulty learning to read early, how can
they be expected to excel in other subjects as well? The best prevention of
reading difficulties, therefore, is early intervention strategies at the pre-
school/kindergarten level. Instead of heated debates on which approach is
best suited for early reading success, educators should be discussing the
most efficient method(s) that produces the best results (DeMoulin & Loye,
1999, p.43).
In this review of related literature, the four main topics that will be discussed
are
reading programs in the elementary schools, reading programs in the middle schools,
vocabulary development in students, and diverse classrooms.
Reading Programs in the Elementary Schools
The reality is there is no one reading program that is the best. Children learn to
read in different ways and differ in the type of instruction they need to become
proficient
readers. The most important concept is that all children are taught by a research
based
method of reading instruction that introduces them to reading. Once children are
taught
by these methods, the instructor will be able to identify the method of reading
instruction
the child needs for greater success (Duffy, et al., 2003).
Two major types of reading instruction used in elementary schools are direct
phonics instruction and whole language instruction.

9
Direct instruction is defined as intense, direct and explicit instruction in
reading.
The direct instruction model promotes mastery of meaningful reading through
explicit
teaching. Direct instruction involves an emphasis on fast-paced, scripted, well-
sequenced,
rule-based and highly focused lessons. Students in direct instruction classes are
usually
instructed in small groups and given several opportunities to respond in unison and
individually, with immediate feedback using a specific correction procedure.
Teachers
using direct instruction generally employ a three-step instructional sequence. They
model
(provide the correct response), lead (have the student say the correct answer with
the
teacher, test (give immediate feedback and probe on the task initially attempted
(Shippen,
et al., 2005, p.
176).
In her article, Phuss Over Phonics, Mary Jalongo defines phonics as "direct
instruction on the sounds of language and the symbols (letters) that correspond to
those
sounds" (1998, p. 1). Phonics provides a foundation for students to learn to read,
because
once a child learns the relationship between letters and sounds in "alphabetic
code, he or
she can read by sounding out each of the words — a process called decoding"
(DeMoulin
& Loye, 1999, p. 40). "Advocates of direct phonics instruction will tell you that
phonics
is a key, a way to "break the code" of language" (Jalongo, 1998, p. 3).
Typically, children learn phonics in the very early stages of reading. They begin
by learning the letter sounds of the alphabet and then they learn to blend the
sounds
together to make very simple CVC (consonant, vowel, consonant) words. Once these
skills are mastered, students learn to blend consonant letters together to make
larger
words. A positive outcome often seen in phonics instruction is the ability for
students to
sound out many words, even long and difficult words can be sounded out by very
young

10
children. However, on the flip side, learning to read exclusively through phonics
can
become extremely boring and repetitive. The downfall with phonics is that it can
become
a kill-and-drill method where children become robotic in their reading approach
(Demoulin & Love, 1999).
Phonics has been the subject of great debate during the past several years. Early
reading instructors insisted on the use of phonics independent from any other
method. A
problem discovered with this intense instruction is that children can amazingly
sound out
long difficult words, but are unable to comprehend what the written text is about.
Also,
direct phonics instruction will not lead to complete spelling accuracy as many of
its
proponents contend. For example, a second grade student observed by Jalongo spelled
words phonetically because he has been trained in this method. In his writing he
wrote
"flicewatur" instead of "flyswatter" (1998, p. 3). In past direct phonics
instruction first
and second grade classrooms, time was spent solely on "sounding out" words. By the
time the students were in third and fourth grades they had difficulty with reading
comprehension because their main focus for reading was sounding out the words and
not
the comprehension of the text. It is comprehension, not word-calling that defines
the
complex process of learning to read (Jalongo, 1998).
The whole language method was quite popular in the 1980s. There seems
to be a pendulum-effect attitude in the field of education that sways from
one extreme to the other whenever a new teaching method is introduced.
During the 1970s, direct phonics was the preferred method. However,
national and state reports indicated that a majority of elementary school
children were not reading at basic levels. In response to this reading crisis,

11
the whole-language concept caught on during the 1980s and the direct
phonics instruction was considered defunct. Perhaps predictability, the
lack of rousing success with this new approach caused some educators to
call for a return to the older, "better" ways. In the 1990s the pendulum in
the process of swinging back was intercepted, before it went to the
extreme of "all phonics," by a balanced approach to reading instruction.
Even though there has been an increased emphasis on explicit phonics in
reading instruction in recent years, research continues to indicate the
benefits of a balanced approach to reading instruction (Farstrup &
Samuels 2002; Guthrie, Schafer & Huang 2001; as cited by Smith, 2003a,
P. 3).
Whole language is another method used to teach reading to young children.
"Whole language represents the skilled stage of reading, given it's reliance on the
graphic
word, whereas phonics represents the unskilled stage owing to its emphasis on the
intermediatory role of phonological processing in word recognition" (Post, 2004, p.
99).
Using the whole language method is similar to teaching from a basal text book. The
focus
is to teach students to become competent in reading (fluency and comprehension) and
to
be able to communicate what they have read through their personal ideas, both
orally and
in written form.
When using whole language, reading becomes part of the Language Arts area in
the curriculum. This method exposes students to many different kinds of texts and
genres
of literature. Students use prior knowledge and visual skills to help them read the
text.
Students are also introduced to different methods of communication by use of
writing

12
skills. In the article Building a Whole Language Writing Program authors Jennifer
Porcaro and Karen Gudeman Johnson shadow a third grade teacher who implements the
whole language method and observe a writing workshop that is based on the whole
language approach. "The theory behind the program is that, in order to look more
critically at their own work, children must have a working knowledge of the writing
process they use when writing" (Porcaro & Johnson, 2003, p. 75).
Reading Programs in the Middle Schools
Many teachers at the middle school level implement the use of basal textbooks,
trade books and language experience to teach reading along with direct phonics and
whole language instruction.
Throughout the years, these four major approaches—phonics, basal, trade books
and language experience—have waxed and waned in popularity. Generally, once
one approach has dominated long enough for its shortcomings to be recognized, it
is replaced by a different approach with different shortcomings. The search for
which of these methods is best has led educators to conclude that each method has
undeniable strengths (Foertsch, 2003, p.10).
Foertsch (2003) reports indicate that the use of trade books goes hand in hand
with whole language. In the late 1980s trade books became part of the larger whole
language movement. In this approach to teaching reading, students choose a trade
book
they want to read independently and confer with the teacher when they need
individual
help. This is also known as individualized reading. Trade books can also be used in
a
whole class setting using one title. During this approach, students stay in the
same place
throughout the book. This pacing can allow for group reading and partner reading
along

13
with group activities throughout the book. The use of trade books is often
implemented in
addition to other reading programs (Ediger, 2002).
Ediger (2002) identifies that the use of basal texts in classrooms has been a
popular method in teaching reading. This is in part because they include a
teacher's
manual that defines objectives, lesson ideas and assessment opportunities, making
teaching easier, especially for new teachers. This is a very flexible method for
teachers
because the teacher's manual can be used en toto or in part as the teacher chooses.
Basal
texts are carefully written for each grade level by a team of reading specialists
and
usually come with workbooks that focus on comprehension, English skills, writing
skills
and other opportunities related to reading. In The Psychology of Reading
Instruction,
Ediger states, "the content may become too easy which can make for boredom or a
lack
of interest, nor should it be too complex making for pupil failure" (2002, p. 3).
This
identifies downfall of using basal texts, because students learn at different
paces.
The final method of reading instruction is language experience discussed by
Foertsch. "This approach is based on the premise that the easiest material for
children to
read is their own writing and that of their classmates. The stories that children
themselves
compose, orally or in writing, are the primary reading materials" (2003, p. 10).
This
method has been used more widely in Australia and other countries, but appeared in
the
United States in the late 1980s.
It is evident that there are many different reading programs available to teach
children to read. It is also evident that there is not "one" best program to use
because
individuals integrate information differently using each method.

14
Vocabulary Development in Students
There are important influences that lead to the development of vocabulary
knowledge in students. Two major influences that affect vocabulary development are
home influences and school instruction. As cited in Biemiller (2003), Hart and
Risely
reported that children of working class parents (who interact with their children
as much
as parents of advantaged families) have vocabulary levels comparable to those from
advantaged families. Additionally, the author went on to say that children who
spent
more one-on-one time with adults developed a larger vocabulary than those who had
limited contact.
Author Carl B. Smith states, "Most educators think of vocabulary as one skill
taught in many different ways. However, there are many different levels of
vocabulary
proficiency that a student must work through" (2003b, p. 2). The four levels of
vocabulary proficiency identified are listening vocabulary (words whose meanings we
recognize when we hear them), reading vocabulary (words whose meanings we recognize
when we encounter them in our reading), writing vocabulary (words we know well
enough that we can use them in our writing) and speaking vocabulary (words we use
in
our speaking). Students do not necessarily have all levels mastered just because
they have
one mastered. The levels tend to lead from one to the other in a progressing order,
with
listening being the lowest and writing the highest.
As students attempt to increase their vocabulary, there are many different teaching
methods to use. Just as in teaching reading, there is not one perfect method to use
with all
students. Smith (2003b) identifies three factors that affect the methods of
teaching
vocabulary as:

15
• Active processing: when students are doing something with a word more
than just parroting the definition — they are more likely to remember that
word
• Different contexts: we can learn much about a word's meaning through
different contexts in which it is used. And the more different contexts we
encounter with that word, the more flexible we become with that word and
its meaning and the more likely it is that we will remember it.
• Using several techniques for reviewing that word instead of only one: Just
as learners acquire vocabulary more readily through encountering words
in varying contexts, varying kinds of review activities apparently enhance
vocabulary development. Each review activity reveals a word and its
meaning in a different way, offering its own perspective on the word and
its meaning (p.2-3).
In the article Drama Activities that Promote and Extend Your Students'
Vocabulary Proficiency the author identifies ideas to help students learn and
practice
vocabulary. "Using drama activities to teach target vocabulary words can be an
effective
and motivating instructional practice for all students, especially those with
learning
problems" (Alber & Foil, 2003, p.1).
There are endless ways to teach and practice vocabulary. Teachers of vocabulary
need to identify research based methods and determine which method works best for
the
students in his/her class. The scale of methods used to teach and practice
vocabulary
ranges from drill and practice to multiple choices of games. Any of these methods
can be
used on an individual basis or with partners or groups.

16
Teaching in Diverse Classrooms
"The premise — one teaching and learning approach fits all — is not working for a
growing number of student populations. Twenty-first century classrooms challenge
traditional teacher-centered curriculum to meet the increasingly diverse needs of
students
and make the required increases in achievement gains" (Brown, 2003, p. 49). This
section
focuses on teacher-centered learning vs. learner-centered learning. It will also
focus on
acknowledging students sociocultural contexts and providing these students
recommendations for reading comprehension.
In the article From Teacher-Centered to Learner-Centered Curriculum:
Improving Learning in Diverse Classrooms, author Kathy Laboard Brown discusses the
difference between teacher-centered learning and learner-centered learning in
diverse
classrooms.
Additionally, Brown states that the characteristics of the teacher-centered
approach are associated primarily with the transmission of knowledge. Primarily,
the
achievement of the students is at the forefront of a teacher-centered curriculum.
Teachers
are pressured to meet accountability standards, and often sacrifice the needs of
the
students to guarantee exposure to the standards. Another characteristic of a
teacher-
centered approach is to focus on content more than on student processing. Teachers
focus on creating relationships with students that are fixed in intellectual
explorations of
selected material. The control for learning is basically held in the hands of the
teacher
where the teacher uses personal knowledge to help the learners make connections.
The
effort to get to know the learner and how they process information is secondary.
Direct

17
instruction is the predominant teaching technique used in teacher-centered learning
(2003).
Brown identifies the characteristics of the learner-centered approach as quite
contradictory to those of the teacher-centered approach. Learner-centered approach
is
defined as "a foundation for clarifying what is needed to create positive learning
contexts
to increase the likelihood that more students will experience success" (McCombs,
1997
as cited by Brown, 2003, p. 50). The focus of the learner-centered approach is on
individual learners' "heredity, experiences, perspectives, backgrounds, talents,
interests,
capacities, and needs" (Brown, 2003, p. 50). In the learner-centered approach the
learning characteristics of all learners are put under a microscope, studied,
identified, and
individualized. There is a nominal amount of direct instruction used in the
learner-
centered approach to teaching.
Differentiated instruction meets the needs of diverse student populations
by coupling student needs with a focus on content, process, and learning
profiles. With the learner-centered approach, teachers bring command of
content knowledge but design flexibility for learners to construct their
learning. Learners needs and characteristics take precedence over
knowledge of facts and skills (Brown, 2003, p. 52).
As identified there are different teaching strategies that can be implemented. This
leads to the discussion of reading comprehension in sociocultural diverse
classrooms and
how to improve in this area. To obtain the most out of each student in the area of
reading
comprehension professional educators need to respond flexibly to each situation and
each

18
student's abilities within a particular text. Author Dawnene Hammerberg (2004)
suggests
the following recommendations for teachers of socioculturally diverse classrooms:
1. Know, respect, and empower your students. This requires that
teachers view their students as capable of understanding themselves and
their words in multiple ways. It entails building an atmosphere of respect,
support, and academic achievement, coupled with the use of texts and
reading for culturally relevant purposes.
2. Explain what resources or knowledge a student might have to draw
upon to understand a particular text. In a sociocultural approach, we
can overtly explain to children that they have knowledge resources to
draw upon (e.g. skills and abilities) and identify resources (e.g. roles in the
classroom, social ways of being, cultural identities).
3. Know that learning occurs through social interaction — skills and
techniques are not enough. Encourage conversations and connections.
Not only should we help children make connections to the known and use
what they know to support further learning, but we should also encourage
them to use what they know to answer questions.
4. Open up educational notions of text. We need more than using
comprehension strategies in and of themselves to regurgitate an author's
meaning. We need include discussion about the multiple answers,
perspectives, and interpretations possible. Interactive discussion is a key
element, so that students can learn to comprehend beyond decoding the
words. Opening up educational notions of text also allows us to think in

19
terms of critical literacy or literacy for social change, because the author's
meaning is situated in the readers' heads in such a way that the message
can be questioned, critiqued, and used in socially empowered ways (p.
655).
These recommendations have been suggested for sociocultural diverse
classrooms, but they apply to all classrooms. Following these recommendations could
lead to more success in the area of reading comprehension, especially in diverse
classrooms (Hammerberg, 2004).
In conclusion, the areas discussed in the review of related literature were reading
programs at the elementary level, reading programs and the middle school level,
vocabulary development and teaching in diverse classrooms.
Ivy & Fisher (2005) state the following:
Educators are flooding the professional learning community with requests
for strategies that work to improve reading comprehension in the upper
elementary and secondary grades. In these achievement-driven times, we
want to know what works best to raise test scores, improve
comprehension, and motivate students to read. The answers are not simple
for most students, particularly for older students still learning about
literacy. Getting to the bottom of older readers' comprehension and
motivation difficulties requires careful, ongoing assessment of
instructional practices and students' literacy needs (p.9).

20
Chapter III: Methodology
Introduction
This chapter will include information about the description of the subjects
involved in the study. It will also include information about the instruments used
to
collect the data. There will be a discussion of the procedure used to collect the
data and
data analysis procedures will be given.
Subject Selection and Description
There were 14 sixth grade students at St. Mary's Tri-Parish Catholic School. All
sixth grade students from St. Mary's Tri-Parish Catholic School were involved in
the
study. The school principal was contacted prior to involving the students to gain
approval
of the study. Once approval from the principal was attained, the parents were
contacted
by form of a letter. The letter stated what the students were going to be involved
in, the
risks, and the benefits of the study. The letter also stated that the results would
be
completely confidential.
Instrumentation
The instrumentation that was used during this study was the Qualitative Reading
Inventory — 4. The Qualitative Reading Inventory -4 is an instrument used to
determine
reading comprehension levels at differing reading levels. Subjects read short
articles and
answered implicit and explicit comprehension questions. They were scored by
percentage
which indicated the level of comprehension (independent, instructional,
frustration) they
resided at. This instrument was a valid tool in determining reading comprehension
levels.

21
Data Collection and Procedures
Permission to perform this study with St. Mary's Tri-Parish Catholic School Sixth
Grade students was verbally sought from the principal of St. Mary's Tri-Parish
Catholic
School. This study occurred during the Fall semester of 2005. Once permission was
granted, a letter was sent out to the parents of the sixth grade students. The
letter
informed the parents about the study and allowed them to give consent for their
child's
participation.
The eight week study began with students taking the Qualitative Reading
Inventory — 4 to determine their level of reading comprehension. Thereafter, the
students
were taught the Self-Questioning Reading Comprehension Strategy to use while
reading
selections from the text book and other reading sources. The students had the
opportunity
to practice this strategy two or three times each week for six weeks. Throughout
those six
weeks the students were also learning strategies for defining vocabulary words
through
context clues and identifying the main character, plot, conflict, climax and
resolution of
fictional stories. In the eighth week the students took the Qualitative Reading
Inventory —
4 again to determine their level of reading comprehension.
Data Analysis
The data collected was analyzed using scores from the students first Qualitative
Reading Inventory — 4 and the second Qualitative Reading Inventory - 4.
Limitations
The subject size was limited at only 14 participants. Only one class of one private
school in the school district participated in this study, therefore the results
should be used
cautiously due to possible internal validity problems.
22
Chapter IV: Results
The purpose of this study was to determine the level of difference in reading
comprehension scores as measured by the Qualitative Reading Inventory — 4 for sixth
grade literature students prior to the instruction of the self-questioning reading
comprehension strategy and after the instruction of the self-questioning reading
comprehension strategy. This study began by determining each student's readability
level. The levels were determined by examination of previously taken achievement
tests
and by evaluating word lists read by each student. Once the readability levels were
determined, the study continued by presenting the students with a reading
comprehension
pretest. During the succeeding six weeks the students were taught and given
opportunities to practice the self-questioning reading comprehension strategy on
passages
and articles. In the eighth week of the study the students were given a reading
comprehension posttest. Once the results were determined the scores from the
pretest
were compared to the results of the posttest. Twelve of the fourteen students'
demonstrated improvement in the reading comprehension test scores. Two of the
fourteen
students' results remained the same. There were no scores that declined during the
study.
An overall analyses of the study indicated that there was improvement in reading
comprehension scores when using the Self-Questioning Reading Strategy.

23
Item Analysis
Table 1
Student 1 Profile Sheet
Subject:
1 Grade: 6 Sex: M
Silent Reading
Date
10/7/05 11/10/05
Passage Name/Selection
Pele Abe Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 55% 58%

Concepts Familiar/Unfamiliar F F
# Correct Explicit
3 3
# Correct Implicit
3 3
Level % Comprehension
75% 75%
Comprehension Level
Ins. Ins.
Frustration/Instructional/Independent
Subject number 1 took the pretest and posttest at the sixth grade reading level.
This student had familiar concepts with the pretest selection as well as the
posttest
selection. The scores indicate that the student answered 75% of the comprehension
questions correctly, scoring at the instructional comprehension level on both
tests. This
student made no improvement in the reading comprehension percentage level from the
pretest to the posttest.

24
Table 2
Student 2 Profile Sheet
Subject:
2 Grade: 6 Sex: M
Silent Reading
Date
10/5/05 11/11/05
Passage Name/Selection
Martin Luther Margaret

King Jr. Mead

Readability Level
5 5

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 67% 33%

Concepts Familiar/Unfamiliar F U
# Correct Explicit
2 3
# Correct Implicit
3 3
Level % Comprehension
63% 75%
Comprehension Level
Frus. Ins.
Frustration/Instructional/Independent
Subject number 2 took the pretest and posttest at the fifth grade reading level.
This student had familiar concepts with the pretest selection and unfamiliar
concepts with
the posttest selection. The test results imply that the student answered 63% of the
comprehension questions correctly on the pretest and 75% correctly on the posttest
improving by 12% from the frustration level to the instructional comprehension
level.

25
Table 3
Student 3 Profile Sheet
Subject:
3 Grade: 6 Sex: F
Silent Reading
Date
10/4/05 11/15/05
Passage Name/Selection
Pele Abe Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 67% 75%

Concepts Familiar/Unfamiliar F F
# Correct Explicit
3 4
# Correct Implicit
3 4
Level % Comprehension
75% 100%
Comprehension Level
Ins. Ind.
Frustration/Instructional/Independent
Subject number 3 took the pretest and posttest at the sixth grade reading level.
This student had familiar concepts with the pretest selection as well as the
posttest
selection. The test scores suggest that the student answered 75% of the
comprehension
questions correctly on the pretest, scoring at the instructional comprehension
level. This
student made a significant improvement in the reading comprehension percentage
level
from the pretest to the posttest. There was a 25% increase and the student improved
from
the instructional to the independent comprehension level.

26
Table 4
Student 4 Profile Sheet
Subject:
4 Grade: 6 Sex: F
Silent Reading
Date
10/4/05 11/14/05
Passage Name/Selection
Pele Abe Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 50% 92%

Concepts Familiar/Unfamiliar U F
# Correct Explicit
3 3
# Correct Implicit
2 3
Level % Comprehension
63% 75%
Comprehension Level
Fru. Ins.
Frustration/Instructional/Independent
Subject number 4 took the pretest and posttest at the sixth grade reading level.
This student had unfamiliar concepts with the pretest selection and familiar
concepts with
the posttest selection. The results indicate that the student answered 63% of the
comprehension questions correctly on the pretest, scoring at the frustration
comprehension level. This student made a 12% improvement in the reading
comprehension percentage level from the pretest to the posttest increasing from the
frustration level to the instructional level.
27
Table 5
Student 5 Profile Sheet
Subject:
5 Grade: 6 Sex: F
Silent Reading
Date
10/7/05 11/11/05
Passage Name/Selection
Martin Luther Margaret

King Jr. Mead

Readability Level
5 5

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 67% 8%

Concepts Familiar/Unfamiliar F U
# Correct Explicit
3 3
# Correct Implicit
1 2
Level % Comprehension
50% 63%
Comprehension Level
Fru. Fru.
Frustration/Instructional/Independent
Subject number 5 took the pretest and posttest at the fifth grade reading level.
This student had familiar concepts with the pretest selection and unfamiliar
concepts with
the posttest selection. The test scores imply that the student answered 50% of the
comprehension questions correctly on the pretest and 63% correctly on the posttest
improving by 13%, but still remaining at the frustration level.

28
Table 6
Student 6 Profile Sheet
6
Subject: Grade: 6 Sex: F
Silent Reading
Date
10/6/05 11/14/05
Passage Name/Selection
Pele Abe Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 33% 83%

Concepts Familiar/Unfamiliar U F
# Correct Explicit
3 4
# Correct Implicit
3 4
Level % Comprehension
75% 100%
Comprehension Level
Ins. Ind.
Frustration/Instructional/Independent
Subject number 6 took the pretest and posttest at the sixth grade reading level.
This student had unfamiliar concepts with the pretest selection and familiar
concepts with
the posttest selection. The results suggest that the student answered 75% of the
comprehension questions correctly on the pretest, scoring at the instructional
comprehension level. This student made a significant 25% improvement in the reading
comprehension percentage level from the pretest to the posttest increasing from the
instructional level to the independent level.

29
Table 7
Student 7 Profile Sheet
Subject:
7 Grade: 6 Sex: M
Silent Reading
Date
10/6/05 11/10/05
Passage Name/Selection
Pele Abe Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 58% 83%

Concepts Familiar/Unfamiliar F F
# Correct Explicit
1 3
# Correct Implicit
1 3
Level % Comprehension
25% 75%
Comprehension Level
Fru. Ins.
Frustration/Instructional/Independent
Subject number 7 took the pretest and posttest at the sixth grade reading level.
This student had familiar concepts with the pretest selection and the posttest
selection.
The test scores indicate that the student answered 25% of the comprehension
questions
correctly on the pretest, scoring at the frustration comprehension level. This
student
made a increase of 50% in the reading comprehension percentage level from the
pretest
to the posttest improving from the frustration level to the instructional level.

30
Table 8
Student 8 Profile Sheet
Subject:
8 Grade: 6 Sex: M
Silent Reading
Date
10/6/05 11/14/05
Passage Name/Selection
Pele Abe Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 67% 100%

Concepts Familiar/Unfamiliar F F
# Correct Explicit
3 4
# Correct Implicit
3 4
Level % Comprehension
75% 100%
Comprehension Level
Ins. Ind.
Frustration/Instructional/Independent
Subject number 8 took the pretest and posttest at the sixth grade reading level.
This student had familiar concepts with the pretest selection and the posttest
selection.
The test results imply that the student answered 75% of the comprehension questions
correctly on the pretest, scoring at the instructional comprehension level. This
student
made a suggests a significant increase of 25% in the reading comprehension
percentage
level from the pretest to the posttest improving from the instructional level to
the
independent level.

31
Table 9
Student 9 Profile Sheet
9
Subject: Grade: 6 Sex: F
Silent Reading
Date
10/6/05 11/10/05
Passage Name/Selection
Pele Abe Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 67% 25%

Concepts Familiar/Unfamiliar F U
# Correct Explicit
3 3
# Correct Implicit
2 4
Level % Comprehension
63% 88%
Comprehension Level
Fru. Ins.
Frustration/Instructional/Independent
Subject number 9 took the pretest and posttest at the sixth grade reading level.
This student had familiar concepts with the pretest selection and unfamiliar
concepts with
the posttest selection. The scores indicate that the student answered 63% of the
comprehension questions correctly on the pretest, scoring at the frustration
comprehension level. This student increased to 88% in the reading comprehension
percentage level on posttest improving from the frustration level to the
instructional level.

32
Table 10
Student 10 Profile Sheet
10
Subject: Grade: 6 Sex: M
Silent Reading
Date
10/4/05 11/14/05
Passage Name/Selection
Biddy Mason Immigration

Pt. 1
Readability Level
UMS UMS

Passage Type Narrative/Expository N E

Concepts Familiar/Unfamiliar % 75% 25%

Concepts Familiar/Unfamiliar F U
# Correct Explicit
3 4
# Correct Implicit
3 2
Level % Comprehension
60% 60%
Comprehension Level
Ins. Ins.
Frustration/Instructional/Independent
Subject number 10 took the pretest and posttest at the upper middle school
reading level. This student had familiar concepts with the pretest selection and
unfamiliar concepts with the posttest selection. The results imply that the student
answered 60% of the comprehension questions correctly on both the pretest and the
posttest remaining at the instructional comprehension level.

33
Table 11
Student 11 Profile Sheet
11
Subject: Grade: 6 Sex: F
Silent Reading
Date
10/4/05 11/15/05
Passage Name/Selection
Pele Abe Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 33% 58%

Concepts Familiar/Unfamiliar U F
# Correct Explicit
0 2
# Correct Implicit
2 3
Level % Comprehension
25% 66%
Comprehension Level
Fm. Fru.
Frustration/Instructional/Independent
Subject number 11 took the pretest and posttest at the sixth grade reading level.
This student had unfamiliar concepts with the pretest selection and familiar
concepts with
the posttest selection. The scores suggest that the student answered 25% of the
comprehension questions correctly on the pretest, scoring at the frustration
comprehension level. This student made an increase to 66% in the reading
comprehension percentage level on posttest; however, still remained at the
frustration
level.

34
Table 12
Student 12 Profile Sheet
Subject:
12 Grade: 6 Sex: M
Silent Reading
Date
10/5/05 11/14/05
Passage Name/Selection
Immigration Biddy

Pt. 1 Mason
Readability Level
UMS UMS
Passage Type Narrative/Expository
E N
Concepts Familiar/Unfamiliar %
50% 100%
Concepts Familiar/Unfamiliar
U F
# Correct Explicit
3 5
# Correct Implicit
3 5
Level % Comprehension
60% 100%
Comprehension Level
Fru. Ind.
Frustration/Instructional/Independent
Subject number 12 took the pretest and posttest at the upper middle school
reading level. This student had unfamiliar concepts with the pretest selection and
familiar concepts with the posttest selection. The results indicate that the
student
answered 60% of the comprehension questions correctly on the pretest and made an
incredible increase of 40% on the posttest improving from the frustration to the
independent comprehension level.

35
Table 13
Student 13 Profile Sheet
Subject:
13 Grade: 6 Sex: M
Silent Reading
Date
10/7/05 11/14/05
Passage Name/Selection
Abe Pele

Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 33% 50%

Concepts Familiar/Unfamiliar U U
# Correct Explicit
2 3
# Correct Implicit
4 4
Level % Comprehension
75% 88%
Comprehension Level
Ins. Ins.
Frustration/Instructional/Independent
Subject number 13 took the pretest and posttest at the sixth grade reading level.
This student had unfamiliar concepts with both the pretest selection and the
posttest
selection. The scores imply that the student answered 75% of the comprehension
questions correctly on the pretest, scoring at the instructional comprehension
level. This
student made a slight increase to 88% in the reading comprehension percentage level
on
the posttest remaining at the instructional level.

36
Table 14
Student 14 Profile Sheet
Subject:
14 Grade: 6 Sex: M
Silent Reading
Date
10/5/05 11/10/05
Passage Name/Selection
Pele Abe Lincoln
Readability Level
6 6

Passage Type Narrative/Expository N N

Concepts Familiar/Unfamiliar % 50% 33%

Concepts Familiar/Unfamiliar U U
# Correct Explicit
4 4
# Correct Implicit
3 4
Level % Comprehension
88% 100%
Comprehension Level
Ins. Ind.
Frustration/Instructional/Independent
Subject number 14 took the pretest and posttest at the sixth grade reading level.
This student had unfamiliar concepts with the pretest selection and the posttest
selection.
The scores suggest that the student answered 75% of the comprehension questions
correctly on the pretest, scoring at the instructional comprehension level. This
student
improved 12%, increasing to 100%, in the reading comprehension percentage level on
posttest; performing at the independent comprehension level.
Conclusion
The overall conclusion of this study is that twelve of the fourteen subjects made
improvements from the pretest to the posttest. Two of the students' results
remained the
same. No subjects declined in their scores from the pretest to the posttest. The
average
percent of improvement of the twelve that improved is 24.42%. As a complete group
the
improvement percentage is 21.92%. These results demonstrate significant improvement
in the sixth grade literature students' scores from the pretest to the posttest

37
Chapter V: Discussion
The purpose of this study was to determine the level of difference in reading
comprehension scores as measured by the Qualitative Reading Inventory — 4 for sixth
grade literature students prior to the instruction of the self-questioning reading
comprehension strategy and after the instruction of the self-questioning reading
comprehension strategy. This study began by determining each student's readability
level. The levels were determined by examination of previously taken achievement
tests
and by evaluating word lists read by each student. Once the readability levels were
determined, the study continued by presenting the students with a reading
comprehension
pretest. During the succeeding six weeks the students were taught and given
opportunities to practice the self-questioning reading comprehension strategy on
passages
and articles. In the eighth week of the study the students were given a reading
comprehension posttest.
Discussion
In the review of literature it was determined that students who used reading
strategies while reading demonstrated strong reading comprehension skills. Also,
students with strong reading comprehension skills often performed better on
comprehension tests, getting high comprehension scores. In this study, the results
mirrored this statement. After completing a comprehension pretest, the students
were
given a strategy to practice and use while taking the posttest. The results showed
an
increase in student comprehension, which was indicated by higher posttest scores
for
almost all of the students. There were no students' comprehension levels that
diminished
during the study.

38
Limitations
This was a very limited study due to the small number of participants. There were
fourteen students in St. Mary's Sixth Grade Literature Class that participated in
the study.
All of the students were Caucasian. Due to the small number of participants and the
lack
of diversity, this study was not generalizable to the entire population of sixth
grade
students.
Conclusions
The findings of the study revealed that after using the reading comprehension
strategy, the sixth grade students received higher test scores than before using
the reading
comprehension strategy. This shows a correlation with the previous research
conducted
on this topic. Therefore, at the conclusion of the study, the research hypothesis
could be
accepted.
Recommendations
This study was quite limited. To make the study more generalizable, I would
recommend utilizing this study on a larger group of students and on a more diverse
group
of students. This study could be completed with a different age group by modifying
the
Self-Questioning Strategy.
A recommendation for further study is to refine the Self-Questioning Strategy for
longer articles. During the practice portion of the study the students read longer
articles
and it appeared too repetitive and broken up. It is my belief that fewer
interruptions
during longer articles would make the reading and comprehension go more smoothly.
Another recommendation for further study is to identify a different strategy to use
while reading to measure the difference in results.

39
References
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students' vocabulary proficiency. Intervention in School & Clinic, 39(1), 22-29.
Berg, A., Cressman, K. S., & Pfanz, T. (1998). Improving reading comprehension
through vocabulary. (ERIC Document Reproduction No. ED 420 051)
Best, R. M., Rowe, M., Ozuru, Y., & McNamara, D. S. (2005). Deep-level
comprehension of science texts. Topics in Language Disorders, 25(1), 65-83.
Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading
Psychology, 24(3-4), 323-335.
Brown, K. L. (2003). From teacher-centered to learner-centered curriculum:
Improving
learning in diverse classrooms. Education, 124(1), 49-54.
Burmaster, E. (2005, June). No Child Left Behind Requirements. State of Wisconsin
Department of Public Instruction. Retrieved July 14, 2005, from:
www.dpi.state.wi.us
DeMoulin, D. F., Loye, R. D., Swan, M., Block, R., & Schnabel, J. (1999). Helping
children learn to read: A program that is making the grade. Education, 120(1), 40.
Duffy, A. M., Anderson, J., Durham, C. M., Erickson, A., Guion, C., & Ingram, M. H.
et
al. (2003). Responding to the rhetoric: Perspectives on reading instruction.
Reading
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Ediger, M. (2002). The psychology of reading instruction. Reading Improvement,
41(3),
157-164.
Elder, L., & Paul, R. (2004). Critical thinking . . . and the art of close reading,
part IV.
Journal of Developmental Education, 28(2), 36-37.

40
Falk-Ross, F. C. (2001). Toward the new literacy: Changes in college students'
reading
comprehension strategies following reading/writing projects. Journal of Adolescent
& Adult Literacy, 45(4), 278.
Foertsch, M. (2003). Exemplary reading programs in illinois public schools. (ERIC
Document Reproduction No. ED 480 092)
Hammerberg, D. D. (2004). Comprehension instruction for socioculturally diverse
classrooms: A review of what we know. Reading Teacher, 57(7), 648-658.
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Ivey, G., & Fisher, D. (2005). Learning from what doesn't work. Educational
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Jalongo, M. R. (1998). On behalf of children: "The phuss over phonics". Early
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Manzo, A. V. (2003). Literacy crisis or cambrian period? theory, practice, and
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Porcaro, J. J., & Johnson, K. G. (2003). Building a whole-language writing program.
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42
Appendix A: IRB Form
• Research
152 Voc Rehab Building
University of Wisconsin-Stout
STOUT
P.O. Box 790
Menomonie. Wt 547510790
715/232-1126
715/232-1749 (fax)
nttp://www_uwstout,eduirps!
Date:
September 23, 2005
To:
Rebecca Baier
Cc:
Dr. Amy Schlieve
From:
Sue Foxwell, Research Administrator and Human
Protections Administrator, UW-Stout Institutional
Review Board for the Protection of Human
Subjects in Research (IRB)
Subject:
Protection of Human Subjects in Research
Your project, "Reading Comprehension and Reading Strategies" is Exempt from review
by the
Institutional Review Board for the Protection of Human Subjects. The project is
exempt under
Categories 1 of the Federal Exempt Guidelines and holds for 5 years.
Please copy and paste the following message to the top of your survey form before
dissemination:
This project has been reviewed by the UW-Stout IRB as required by the Code of
Federal Regulations Title 43 Put 46
Please contact the IRB if the plan of your research changes. Thank you for your
cooperation with
the IRB and best wishes with your project.
*NOTE: This is the only notice you will receive — no paper copy will be sent.
SF:dd

43
Appendix B: Parent Letter
Dear Parents,
I am going to be conducting a study during Grade 6 literature class for work on my
thesis this Fall. I am planning on starting the study September 29, 2005 and
finishing up
around the beginning of November. A description of the study is on the following
pages.
I am asking for your consent to have your students participate in this study.
Please read
the following pages of information and return them to me by Friday, September 26,
2005.
Sincerely,
Mrs. Becky Baier

44
Appendix C: Consent to Participate
Consent to Participate in UW-Stout Approved Research
Title: Reading Comprehension and Reading Strategies
Investigator:
Research Advisor:
Rebecca J. Baier
Dr. Amy Carole Schieve
St. Mary's School
423 McCallmont Hall
Durand, WI
UW-Stout
715/672-5617
Menomonie, WI
baierbeckygyahoo.com
schlieveaguwstoutedu
715/232-1332
Description:
The students in the sixth grade literature class will be asked to participate in a
research
project conducted by Mrs. Baier. The students will be asked to take a Qualitative
Reading Inventory —IV Test at the beginning of the study. Following the test the
students
will be taught reading comprehension strategies and will have the opportunity to
practice
them for a six to eight week period. At the end of that period the students will
take the
Qualitative Reading Inventory — IV Test again to see if there are any changes in
the
reading comprehension scores.
Risks and Benefits:
During this study the students will be exposed to reading comprehension strategies.
I
foresee no risks to the students during this study. I do however see benefits for
the
students. The students will be taught reading comprehension strategies that they
will be
able to use in any subject or reading they encounter. These are skills that will be
useful
throughout their lives.
Special Population:
This study is going to be done on the sixth grade literature class at St. Mary's
School in
Durand, WI.
Time Commitment:
The participants are asked to participate in this study for a period of six to
eight weeks
during the Fall semester of the 2005-2006 school year.

45
Confidentiality:
Your name will not be included on any documents. We do not believe that you can be
identified from any of this information. This informed consent will not be kept
with any
of the other documents completed with this project.
Right to Withdraw:
Your participation in this study is entirely voluntary. You may choose not to
participate without any adverse consequences to you. Should you choose to
participate
and later wish to withdraw from the study, you may discontinue your participation
at this
time without incurring adverse consequences.
IRB Approval:
This study has been reviewed and approved by The University of Wisconsin-Stout's
Institutional Review Board (IRB). The IRB has determined that this study meets the
ethical obligations required by federal law and University policies. If you have
any
questions or concerns regarding this study please contact the Investigator or
Advisor. If
you have any questions, concerns, or reports regarding your rights as a research
subject,
please contact the IRB Administrator.
Investigator:
IRB Administrator:
Rebecca J. Baier
Sue Foxwell, Director, Research Services
715/672-5617
152 Vocational Rehabilitation Bldg.
baier_becky@yahoo.com
UW-Stout
Menomonie, WI 54751
715/232-2477
Advisor:
foxwells@uswtout.edu
Dr. Amy Carole Schlieve
423 McCallmont Hall
UW-Stout, Menomonie, WI 54751
schlievea@uwstout.edu
715/232-1332

46
Statement of Consent:
By signing this consent form you agree to participate in the project entitled
"Reading
Comprehension and Reading Strategies"
Signature
Date
Signature of parent of guardian
Date

47
Appendix D: Self-Questioning Strategy for Fiction Text
Self-Questioning Strategy - Strategy for Reading
Comprehension of Fiction Text
Prior to reading the story ask yourself two questions you would like answered as
you read the story.
Once reading begins, STOP after 4-5 paragraphs and ask yourself a question
about the preceding paragraphs. Then, ask yourself a prediction question about what
will
come/happen next. Read another 4-5 paragraphs and answer the question you asked
about them (if you can), ask yourself another questions about those paragraphs, and
ask
another predictions question. Continue this pattern until the story is finished.
When we begin learning this strategy we will be writing the questions and
answers on a piece of paper. As we continue to practice the strategy we will be
writing
less and less and doing more questioning in our heads. The final step is to do all
of the
questioning in our heads.

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Name of Text
After reviewing the title of the text, write 2 questions that you want answered as
you read
the story.
1.
2.
Read 4-5 paragraphs. STOP.
Questions 1 —
Answer —
Prediction question —
Read 4-5 paragraphs. STOP.
Answer previous prediction question —
Question 2 —
Answer —
Prediction Question —
Read 4-5 paragraphs. STOP.
Answer previous prediction question —
Question —
Answer —
Prediction Question —
Read 4-5 paragraphs. STOP.
Answer previous prediction question —

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Question —
Answer —
Prediction Question —
Continue this pattern until the story is finished.
At the end of the story see if you can answer the two questions asked prior to
reading.
Answer to Question 1 —
Answer to Question 2 —

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Appendix E: Self-Questioning Strategy for Non-fiction Text
Self-Questioning Strategy - Strategy for Reading
Comprehension of Non-fiction Text
Prior to reading the story ask yourself two questions you would like answered as
you read the story.
Once reading begins, STOP after 2-3 paragraphs and ask yourself two questions
about the preceding paragraphs. Read another 2-3 paragraphs and ask yourself
another
two questions about those paragraphs. Continue this pattern until the story is
finished.
When we begin learning this strategy we will be writing the questions and
answers on a piece of paper. As we continue to practice the strategy we will be
writing
less and less and doing more questioning in our heads. The final step is to do all
of the
questioning in our heads.

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Name of Text
After reviewing the title of the text, write 2 questions that you want answered
as you read
the story.
1.
2.
Read 2-3 paragraphs. STOP.
Questions 1 —
Answer —
Question 2 —
Answer -
Read 2-3 paragraphs. STOP.
Question 1 —
Answer —
Question 2 —
Answer —
Read 2-3 paragraphs. STOP.
Question 1 —
Answer —
Question 2 —
Answer —

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Continue this pattern until the story is finished.
At the end of the story see if you can answer the two questions asked prior to
reading.
Answer to Question 1 —
Answer to Question 2 —

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Appendix F: Student Profile Sheet
Student Profile Sheet
Subject: Grade: Sex:
Silent Reading
Date
Passage Name/Selection
Readability Level
Passage Type Narrative/Expository
Concepts Familiar/Unfamiliar %
Concepts Familiar/Unfamiliar
# Correct Explicit
# Correct Implicit
Level % Comprehension
Comprehension Level
Frustration/Instructional/Independent